The purpose of this phenomenological study was to examine teachers’ perspectives regarding the influence of the extended learning activities on student achievement at a small rural school division in Southwest Virginia during the intersession weeks of a balanced calendar. This study addressed the gap in the literature regarding the influence. This study addressed the gap in the literature regarding the effect of the Extended School Year Grant Program by describing teachers’ perspectives on the balanced calendar and extended learning activities in a rural school setting. For this research, teachers’ perspectives were studied. Semi-structured interviews, document analysis, and focus groups served as the data collection method in this
phenomenological research study to allow teachers to share their perspectives and experiences. This chapter gives an overview of the research design, including the rationale for the selection of the school system, the participant criteria, the plan used for data collection, and the data analysis. The trustworthiness of the data and ethical considerations are addressed in this chapter.
Design
This study is a qualitative study using the transcendental phenomenology design. A qualitative study was appropriate for this research because the focus was on the “wholeness of the experience . . . searching for meanings and essences of the experience rather than the
measurements and explanations” (Moustakas, 1994, p. 21). A phenomenological approach was best for this study because phenomenological studies seek to explore not only what has been experienced individually but also considers the overall experiences of a related group of individuals (Creswell, 2013; Moustakas, 1994). Creswell (2013) highlighted two types of phenomenology, hermeneutic phenomenology and the transcendental phenomenology.
Hermeneutical phenomenology is research that is founded on lived experiences and then interpreted through the “texts” of life (van Manen, 1990). Transcendental phenomenology entails a setting aside of preconceived ideas regarding a phenomenon and then experiencing them with a fresh perspective (Moustakas, 1994).
The transcendental approach focused less on the researcher’s interpretations and more on the description of the experiences of the participants. Moustakas (1994) built on Edmund
Husserl’s (1931) idea of epoche. Epoche, also known as bracketing, occurs when the researcher sets aside their personal experiences to better perceive the phenomenon with a fresh perspective (Creswell, 2013). This study sought to examine the teachers’ perspectives regarding the
influence of the extended learning activities on student achievement in a rural setting. A qualitative design was selected for this study because of the inductive, explorative nature of the research. A transcendental approach allowed for the investigation of the phenomenon from the teachers’ perspective and focused on their experiences and descriptions (Moustakas, 1994). In transcendental phenomenology, the participants’ descriptions of their experiences are the primary source of knowledge. This research focused on the descriptions of experiences, not personal analysis or rationalizations (Moustakas, 1994). The study used purposeful sampling. The participants were teachers in a small rural school system in Virginia that implemented a balanced calendar, which included two weeks of intersession. The intersession weeks were designated for remediation and enrichment opportunities that offer extended learning activities. The study used face-to-face interviews, focus groups, and document analysis. The data
collection techniques and methods of this investigation were appropriate and have been applied in qualitative studies using a phenomenological approach (Creswell, 2013).
The study used a transcendental phenomenological research design. The German philosopher Edmund Husserl (1931) is credited with first developing the human scientific study of phenomenology. Moustakas (1994) acknowledged that a transcendental phenomenology approach is appropriate when the researcher wants to try to eliminate presupposition or
prejudgment. Eliminating presupposition or prejudgment requires the researcher to look openly at things while not being moved by the habits of the natural world. The task is to describe things as they are. This process requires the researcher to merge “what is really present with what is imagined as present from the vantage point of possible meanings: thus a unity of the real and the ideal” (Moustakas, 1994, p. 27). Achieving this unity happens within the realms of intuition and self-reflection.
A transcendental phenomenological approach was used for this research since the aim was to examine the perspectives of teachers who provided extended learning activities in a balanced calendar, using the procedures established by Moustakas (1994). Transcendental phenomenology aims to examine the shared experiences of a phenomenon with a fresh perspective while consciously removing any bias, assumptions, and prejudgment (Moustakas, 1994). This method requires the researcher to engage in epoche or bracketing. The
transcendental approach required me as the researcher to set aside prejudgments regarding the phenomenon being studied (Creswell, 2013). Epoche is important to help the researcher better understand how the phenomenon is experienced by the participants and not just how the
phenomenon is perceived by the researcher. The participants in this study were viewed as joint contributors and investigators to the findings of the research, which was consistent with the transcendental phenomenological approach (Moustakas, 1994).
Moustakas (1994) noted one purpose of phenomenological research is to provide findings that may be used to influence future research. The researcher becomes an expert on the studied topic. Being the expert requires looking at prior findings from previous research. It was
expected that the research would develop new knowledge throughout the study, which could help shape future studies that could extend and deepen the knowledge on the topic. Since the
adoption of a new calendar was the result of a grant sponsored by the Virginia General Assembly (JLARC, 2012), it was important to provide research that may be used in future studies of
extended school year incentive programs.
Research Questions
RQ1. What are teachers’ perspectives about how the extended learning activities during the intersession weeks of a balanced calendar in a rural setting influence student
achievement?
RQ2. What are teachers’ perspectives about the extended learning activities during the intersession weeks of a balanced calendar in a rural setting as an enrichment effort? RQ3. What are teachers’ recommendations for future extended learning activities during the
intersession weeks of a balanced calendar? Setting
The setting for the study was a small school system in an independent city in the
southwestern part of the Commonwealth of Virginia. Pseudonyms were assigned to the site, the participating school division, and individual schools within the division. The pseudonym of the city is Small Virginia City, and the pseudonym of the school division is Small Virginia City Public Schools (SVCPS) system. The school district is composed of one elementary school (SVES), one middle school (SVMS), and one high school (SVHS).
Small Virginia City
Nestled in southern Appalachia, with a population of just over 7,000, Small Virginia City was founded in 1906. The city’s population slowly grew to 2,500 in the 1930 Census and
surpassed 5,000 in the 1950 Census (Forstall, 1995). The population growth continued at a steady pace with 6,000 in 1970 and 7,000 in the 2000 Census. Racial demographics show a small but steady population of African Americans throughout the city’s existence, with a
noticeable emergence of Hispanics in the 2000 census, increasing slightly in the 2010 census, as shown in Table 1.
Table 1
Small Virginia City Demographics by Race Year African
American
Hispanic Other White
1910 N/A 755 1930 148 17 2379 1950 327 24 4897 1970 338 7 5933 1980 311 16 6127 2000 428 757 31 5887
2010 439 989 7 (American Indian and Alaska Native); 37 (Asian); 8 (Native Hawaiian and Other Pacific Islander)
6044
In the past, the city’s industry consisted of the manufacture of furniture, textiles, mirrors, and hardwood flooring. In addition to industry, residents have found employment in bordering counties on Christmas-tree, apple, and cabbage farms. With the recent decline in the economy, the city has endured the closing of several factories, leaving many of its citizens unemployed. The unemployment rate for 2013 was 8.5% (U.S. Department of Labor, 2014). For 2008–2012, the number of citizens below the poverty level was 28.3%
A result of the decline in the economy and an increase in the unemployment rate is more citizens are going hungry. The findings of a study indicated that Small Virginia City has one of the highest rates in Virginia of people going hungry or experiencing “food insecurity,” (as cited in Brooke, 2014, para 2). Brooke estimated that 1,060 people, or 15.2% of the population, do not have enough to eat. The city has several food banks and a soup kitchen to help address this issue. Another program focusing on hunger is the Backpack Buddies, a national program that has a local chapter that meets at the Presbyterian Church located downtown. Volunteers meet at the church on Thursdays during the school year to fill backpacks with nutritious meals. On Fridays, students who are registered for the program take home a backpack full of enough food to last for the weekend. One noted advantage of the balanced calendar is that students have an opportunity to attend school 10 additional days. During school days, students receive breakfast, lunch, and, if they participate in any after-school activity, an after-school snack.
Small Virginia City Public Schools
SVCPS is in the downtown district. The school division has an elementary school, middle school, high school, and central offices all within walking distance. The SVCPS School Board consists of five members who are appointed by the City Council. The school district’s administration consists of a superintendent, assistant superintendent, director of student services, career and technical education coordinator/director of testing, three principals, and three assistant principals. In October 2013, the school system applied for and received a grant to fund the study of year-round school options. A year later, after receiving input from stakeholders, a balanced calendar was recommended and approved for implementation in the 2014–2015 school year. SVCPS serves 1,404 students in grades Pre-K through Grade 12 with 122 teachers. SVCPS has a diverse student population, with 65.8% of the student population identified as economically
disadvantaged, 17.2% as English language learners, and 10.3% as eligible for special education services.
Small Virginia Elementary School
SVES is a Pre-K through fourth grade, Title I school with approximately 500 students and 45 teachers, with 49% of the teachers having a master’s degree (VDOE, 2014). The administration consists of one principal and one assistant principal. Additional support staff includes a guidance counselor, a secretary, a bookkeeper, a school nurse, and a resource officer. Racial/ethnic demographics are identified in Table 2.
Table 2
SVES Student Racial/Ethnic Group Demographics
Racial/ethnic group Students (n) Students (%)
White 336 58.8
Black/African American 46 8.0
Hispanic 166 29.0
Asian * *
Students with Disabilities 60 10.5
Economically Disadvantaged (Receiving free or
reduced-price lunch) 404 70.7
Limited English Proficient 125 21.9
* Denotes fewer than 10 students in the subgroup population Small Virginia Middle School
SVMS is located on the same campus as the high school. The schools share the cafeteria, library, and auditorium. The school consists of Grades 5, 6, and 7. There are approximately 300 students in the middle school and 36 teachers, five of these teachers also teach at the high school, with 40% of the teachers holding a master’s degree. The administration consists of one principal and one assistant principal. Additional support staff includes a guidance counselor, a
secretary/bookkeeper, a school nurse, and a resource officer. The resource officer is shared with the high school. Racial/ethnic demographics are identified in Table 3.
Table 3
SVMS Student Racial/Ethnic Group Demographics
Racial/ethnic group Students (n) Students (%)
White 191 64.0
Black/African American 23 7.8
Hispanic 69 23.0
Asian * *
Students with Disabilities 39 13.0
Economically Disadvantaged (Receiving free or reduced-price lunch)
195 65.1
Limited English Proficient 57 19.0
* Denotes fewer than 10 students in the subgroup population Small Virginia High School
SVHS has approximately 530 students in Grades 8, 9, 10, 11, and 12. There are 46 teachers, including five who also teach classes at the middle school. Forty-five percent attained a master’s degree. The administration consists of one principal and one assistant principal. Additional support staff includes two guidance counselors, two secretaries, a bookkeeper, a school nurse, an athletic director, and a resource officer who is shared with the middle school. Racial/ethnic demographics are identified in Table 4.
Table 4
SVHS Student Racial/Ethnic Group Demographics
Racial/ethnic group Students (n) Students (%)
White 339 63.9%
Black/African American 47 8.8%
Hispanic 130 24.6%
Asian * *
Students with Disabilities 38 7.2%
Economically Disadvantaged (Receiving free or
reduced-price lunch) 286 53.9%
Limited English Proficient 69 13.1%
* Denotes fewer than 10 students in the subgroup population. Participants
In a transcendental phenomenological research study, participants are often thought of as co-researchers (Moustakas, 1994). Fraelich (1989) identified participants in a research study as being on “equal footing” (p. 68) with the researcher. This view of the participants helps establish a relationship between the researcher and co-researchers, where each participant can contribute their rich experiences during the interview. The participant becomes a truth-seeker regarding shared lived experiences of the phenomenon. A broad cross-section of participants was used to provide breadth and depth to the context. Teachers from the elementary school, middle school, and high school levels were selected. Purposeful sampling was used to identify participants that have experienced the phenomenon of teachers providing extended learning activities in a
balanced calendar (Moustakas, 1994). Selection of Teacher Participants
Teachers were selected for participation based on
• Experience teaching during the week of intersession in a balanced calendar • Overall teaching experience (1–3 years, 4–10, 11–19, and more than 20 years) • Teaching assignment (classroom teacher, special education teacher, and specialty
teacher)
A purposeful sampling strategy with maximum variation across school assignment, years of experience, and teaching assignment was applied (see Table 5).
Table 5
Selection of Participants Matrix
School Years teaching in balanced calendar Overall teaching experience Teaching assignment Elementary (SVES) Middle (SVMS) High (SVHS)
The sample was 18 teachers, representing each school, with various teaching experiences, and saturation of data and themes was achieved (Creswell, 2013; Dukes, 1984; Moustakas, 1994; Riemen, 1986). A questionnaire was used to purposefully select participants. A research study consent form (Appendix E) was sent to prospective participants that outlined the purpose of the study and informed them of their confidentiality within the study. Each participant was asked to consent in writing to participate in the study. Consistent with the transcendental
phenomenological approach, participants of the study were regarded as joint contributors and investigators to the findings of the research (Moustakas, 1994).
Procedures
No data was collected until the full submission of the Institutional Review Board (IRB) application was completed, and the approval by the IRB was received. Once the IRB approved the study, a letter was sent to the superintendent through an email describing the plans for the study and asking for permission to complete the study within the school division (see Appendix F). After the superintendent approved the study, an email was sent to the principal of each school to set up a meeting to describe the research, ask for their participation, and ask for permission to contact teachers to participate (see Appendix G). A sampling frame helped to define the teachers who are eligible to participate in this study (Given, 2008). The principals of each school provided a list of teachers that had previously taught during the weeks of
intersession. After verifying site approval, all the identified teachers were emailed. The email contained information about the study, along with the informed consent form, which included consent for audio recording individual and focus group interviews for later transcription, as well as a link to complete a questionnaire (see Appendix H).
I met individually with each interested potential participant, explained the study, and answered any questions regarding this study.
The email invitation included a link to the questionnaire and informed consent. The questionnaire requested the grade-level the teachers instruct during the regular year, and the week of intersession, subject taught, years of teaching, and validation of teaching in a balanced calendar for one semester or more during the 2018–2019 school year or previous school years. I then contacted teachers who have experienced the phenomenon of developing and implementing extended learning activities in a balanced calendar to set up individual interviews. Participants were entered into a drawing to win one of five $20 gift cards.
This study used three types of data collection, including interviews, focus groups, and document analysis. All interviews were audio-recorded to guarantee the accuracy, then transcribed, and member checked for correctness. Data analysis employed systematic procedures that established guidelines for assembling the textural and structural descriptions (Creswell, 2013; Moustakas, 1994; van Manen, 1990). Data analysis consisted of coding and searching for notable statements and themes that helped uncover the essence of the shared experience for the study participants. Trustworthiness was accomplished by triangulation of multiple sources, member checking of transcripts, bracketing, and rich, thick descriptions. Creswell (2013) recognized trustworthiness as a distinct strength of qualitative research in that the account made through extensive time spent in the field, the detailed thick description, and the closeness of the researcher to participants in the study all add to the value and accuracy of the study. Ethical considerations were carried out by complying with the IRB policies and procedures to properly store and secure materials. Confidentiality was maintained by using pseudonyms for site and participant names.
The researcher is the primary instrument for data collection and analysis in qualitative research. Lincoln and Guba (1985) are credited with introducing the idea of the researcher’s unique role as a human instrument in scientific inquiry. The uniqueness is,
Only people construct and bring meaning into the world through their qualities of
sensitivity, responsiveness, and flexibility, making them the most appropriate instrument for inquiries aiming to arrive at understanding, meaning, the promotion of critical
awareness, emancipation, and movement toward deconstruction or decolonization. (Peredaryenko & Krauss, 2013)
In qualitative design, the researcher is the key instrument that collects data through interviews of the participants, observations of behavior, and document analysis (Creswell, 2013). The
researcher may use a questionnaire or instrument developed by other researchers, but most often, the questions used are designed by the researcher. As the human instrument in this study, my role is to serve in the capacity of a non-participant observer.
In a phenomenological approach, the researcher is the primary human instrument of data collection and data analysis, so the potential exists for research bias (Moustakas, 1994). The researcher can be influenced, consciously, or unconsciously, by his or her personal views and values which may align with or diverge from the participants of the study. Peredaryenko and Krauss (2013) found this to be the case often, when “the researcher has a strong affinity with the population under study” (p. 1). Chan, Fung, and Chien (2013) explained the researcher’s ability to acknowledge one’s views, opinions, values, and interests is important and can affect
bracketing. Bracketing is used in phenomenological studies as a method of demonstrating validity. The researchers must be aware of their own beliefs and preconceptions before they can attempt to put them aside (Chan et al., 2013). As the human instrument of this study, I bracketed
or set aside my feelings, preconceptions, or assumptions associated with this phenomenon. I was a parent a student of SVCPS, so I had preconceived ideas regarding the calendar. I believed that there were advantages for my child attending SVCPS. My child was pursuing an advanced studies diploma, and she participated in sports. When I was the instructional technology resource teacher of SVCPS, I established relationships with many of the teachers in the school district. One of my responsibilities in this position was to provide training and support to the instructional technology needs of the teachers. I was not in a supervisory role over any of the teachers in the school system. I highly respected the role of teachers in general; I aimed to examine the “what” and “how” of the teachers’ experiences (Moustakas, 1994) in providing extended learning activities for students in a balanced calendar.
As an educator with much of my teaching experience in a rural school setting, the discussion of year-round school has been limited if non- existent for the years I have been in education. Year-round education was something done in larger school systems, not something that you would expect in a rural school system in Southwest Virginia. Breaking from a
traditional school calendar for such a small school system was an interesting endeavor and one